The reading world of Black primary school teachers in rural KwaZulu-Natal.
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Date
1999
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Abstract
An investigation into the extent to which rural black primary school
teachers of English in Kwazulu-Natal have been exposed to a culture of
reading in general and, more particularly, their perceptions of the value
of proficiency in reading English.
In this study I set out to explore the reading attitudes and practices of
underqualified teachers of English studying for their Teacher's Diploma, as
well as the broad context within which these were acquired. I also wished to
examine whether teachers from remote rural areas where little English is
spoken, perceive proficiency in reading English as providing access to social
and economic progress, power and prestige. These two issues are
interconnected for this study because as teachers of English and reading,
their reading attitudes and practices will impact on their learners at a formative
stage in their education.
The data for this study were obtained by means of questionnaires and reading
histories which investigated the above two issues. Respondents completed
questionnaires giving details of their early experiences of reading. In this first
part of the study which explored the exposure to a culture of reading, the
language of reading is not specified. The questionnaire also dealt with adult
reading attitudes and practices and here respondents were given the
opportunity to make a distinction between their main language and English.
This part of the study related to attitudes to reading in general, as well as
perceptions of the value of proficiency in reading English. Questionnaire data
were amplified by extended reading histories.
It was found that respondents had had little exposure to a reading culture
either at school or at home. Harsh teaching methods had militated against the
development of a practice of reading for pleasure. Respondents therefore did
not place a high value on reading, either in their personal or their professional
lives. In addition, respondents generally did not perceive proficiency in reading
English as conferring social or economic benefits. It is assumed that because
respondents live and work in remote, linguistically homogeneous areas of
Kwazulu-Natal where little English is spoken, they do not see a dynamic
connection between English competence and improved job prospects and
social status in their everyday lives.
The tentative conclusion which is confirmed by other research in this field is
that respondents would benefit from an intervention which would engender a
sense of reading as connecting with their existing lives and affording access
to the national and global world. Expanding the notion of reading to
incorporate a critical literacy approach and extending the notion of text to
include those drawn from popular culture might encourage a closer sense of
engagement with written texts. Respondents could thus be empowered to
become teachers of reading and English able to equip their learners to deal
with the demands of the modem world.
Description
Thesis (M.Ed.) - University of Natal, 1999.
Keywords
Theses--English., Education, Rural--KwaZulu-Natal., Primary school teachers--Rating of--KwaZulu-Natal., Teachers, Black--KwaZulu-Natal--Books and reading., Students--KwaZulu-Natal--Books and reading., Teachers, Black--Rating of--KwaZulu-Natal.